scholarly journals Critical discourse analysis, topoi and mystification: disability policy documents from a Norwegian NGO

2009 ◽  
Vol 11 (3) ◽  
pp. 305-328 ◽  
Author(s):  
J. Grue
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Disability Policy ◽  
Policy Documents

Dueling discourses, power, and the construction of the recovering addict: When social assistance confronts addiction in Toronto, Canada

2019 ◽  
Vol 40 (1) ◽  
pp. 130-150 ◽  
Author(s):  
Amber Gazso
Keyword(s):  
Discourse Analysis ◽  
Social Control ◽  
Labour Market ◽  
Critical Discourse Analysis ◽  
Social Assistance ◽  
Subject Position ◽  
Critical Discourse ◽  
Policy Documents ◽  
Work First ◽  
Depth Interviews

In this article, I undertake a critical discourse analysis of policy documents and in-depth interviews with seven caseworkers and 28 benefit recipients to explore how two discourses, ‘work first’ and ‘distance from the labour market,’ inform how persons living with addiction access and then experience social assistance in Toronto, Ontario, Canada. Drawing in Foucauldian insights on power, I reveal the conceptualisation of benefit recipients’ eligibility for Ontario Works through these two discourses and how this is replete with ideological assumptions and disciplining power relations, constitutive of a subject position of ‘the recovering addict’, and suggestive of social control implications. I argue that the coercion and regulation of benefit recipients’ lives on Ontario Works has not disappeared but transmuted for Torontonians living with addiction, and conclude by considering the governance of this population as biopower.

scholarly journals ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

2016 ◽  
Vol 19 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Jean Claude Byungura ◽  
Henrik Hansson ◽  
Kamuzinzi Masengesho ◽  
Thashmee Karunaratne
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Capacity Building ◽  
Critical Discourse Analysis ◽  
National Level ◽  
Critical Discourse ◽  
Institutional Policies ◽  
Policy Documents ◽  
Ict Infrastructure ◽  
Implementation Level

Abstract With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

The American gaze east

2017 ◽  
Vol 2 (2) ◽  
pp. 175-205 ◽  
Author(s):  
Emma Trentman ◽  
Wenhao Diao
Keyword(s):  
Discourse Analysis ◽  
Study Abroad ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
21St Century ◽  
Critical Discourse ◽  
Critical Examination ◽  
Intercultural Learning ◽  
Policy Documents ◽  
Studying Abroad

Abstract The 21st century has seen an emphasis in US media and policy documents on increasing the numbers of US students studying abroad and also the amount of US students studying ‘critical’ languages. This paper examines the intersection of these discourses, or the experiences of critical language learners abroad. We analyze this intersection by using critical discourse analysis to examine US media and policy documents and data from students studying Arabic in Egypt and Mandarin in China. This analysis reveals considerable discrepancies between rhetoric and experience in terms of language and intercultural learning. We argue that a critical examination of current discourses of study abroad (SA) reveals that they in fact recreate the colonial map, mask global inequalities, and create a new global elite. We conclude that language and intercultural learning abroad will remain a source of tension until SA students and programs critically engage with these discourses.

Policy Discourse on Marginalised Youth in Albania: The Constraints of the ‘Normalisation’ and ‘Integration’ Policy Approaches for Inclusive Education

2017 ◽  
Vol 4 (4) ◽  
pp. 85
Author(s):  
Blerjana Bino
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
Policy Development ◽  
Social Deprivation ◽  
Critical Discourse ◽  
Policy Discourse ◽  
Policy Framework ◽  
Integration Policy ◽  
Policy Documents

The paper addresses the complex phenomenon of marginalised youth and particularly children in street situation in the Albanian contemporary society. Through a qualitative methodology of critical discourse analysis, the paper investigates the most relevant policy documents on inclusive education for marginalised youth in Albania. The paper is interested in exploring the conceptualisation of marginalised youth, specifically children in street situation, as embedded in policy documents, action plans and intervention programmes for inclusive education. The intention here is to discover the explicit and implicit themes of the policy discourse on marginalised youth in Albania and the how it impacts the approaches adopted by the government to address the phenomenon. The critical discourse analysis on policy framework shows that the discourse on marginalised youth in the public sphere (re)produces and reinforces already existing aspects of social deprivation, marginalization and discrimination. The research shows that there are limited efforts to elaborate the concepts of ‘marginalised youth’ and ‘children in street situation’ and that there is confusion in policy regarding the use of the terms. In addition, children in street situation are seen either as victims of socio-economic hardship and endangered by their presence in the spaces of the ‘street’ or as a possible threat to the rest of the society, i.e. the street criminalises children. The research shows two main policy approaches: (i) correctional or repressive-oriented policy approach that conceives ‘street children’ as a danger to public order whose features differentiate from mainstream childhood and as such invites intervention programmes that tend to ‘normalise’ children; (ii) protective or rehabilitative policy approaches, i.e. emphasising children needs and aiming at protecting and re-integrating them in family and mainstream society. The paper takes a critical stance on the current policy discourse and the consequent policy approaches of ‘normalisation’ and ‘integration’ and argues for a reconceptualization of children in street situation as social actors based on the notion of childhood as socially constructed. It is thus necessary to link research on the socialisation processes, identity construction and resilience of marginalised youth in the spaces of the street based on their dynamic lifestyles and perspectives with policy development.

scholarly journals Policy Documents of Nepali Technical and Vocational Education and Training: A Critical Discourse Analysis

2020 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Tikaram Poudel
Keyword(s):  
Discourse Analysis ◽  
Vocational Education ◽  
Indigenous Knowledge ◽  
Critical Discourse Analysis ◽  
Knowledge Systems ◽  
Critical Discourse ◽  
Vocational Education And Training ◽  
Policy Documents ◽  
Indigenous Knowledge Systems ◽  
And Training

This study critically examines the Technical and Vocational Education and Training (TVET) policy documents of Nepal, not only to understand the specific plans of the government agencies in designing, implementing and expanding TVET programmes but also to problematise discursive practices of TVET programmes in the existing socioeconomic and power hierarchy of Nepali society. More specifically, it aims at understanding the ineffectiveness of these training programmes concerning the target groups. This study makes use of Fairclough’s (1995) model of Critical Discourse Analysis of three inter-related dimensions of description, interpretation and explanation within the theoretical framework of capabilities approach (Sen, 2009).  The findings indicate that the policy documents of Nepali TVET prioritise the development of semi-skilled human resources for the low-paid international labour market but ignore the conservation and development of indigenous knowledge systems of diverse ethnic communities of Nepal. The study initiates the discourse that integrating indigenous knowledge systems in TVET programmes provides a sustainable model of development.

scholarly journals A critical discourse problematization framework for (disability) policy analysis

2019 ◽  
Vol 19 (2) ◽  
pp. 185-198
Author(s):  
Jennifer Van Aswegen ◽  
David Hyatt ◽  
Dan Goodley
Keyword(s):  
Discourse Analysis ◽  
Policy Analysis ◽  
Critical Discourse Analysis ◽  
Policy Development ◽  
Critical Discourse ◽  
Disability Policy ◽  
Critical Policy Analysis ◽  
Content Type ◽  
Critical Policy ◽  
Analytical Tools

Purpose The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an interpretive paradigm (Yanow, 2014), this paper provides a thick description (Geertz, 1973) of the processes involved in the application of these tools in a critical policy analysis project, focusing on disability policy within the Irish context. Methodologically, this is a resourceful cross-fertilization of analytical tools to interrogate policy, highlighting its potential within critical disability policy analysis and beyond. Design/methodology/approach Merging a critical discourse analysis framework and a policy problematization approach, the combination of tools presented here, along with their associated processes, is referred to as the critical discourse problematization framework. Findings Potentially, the framework can also be employed across a number of cognate social policy fields including education, welfare and social justice. Practical implications The value of this paper lies in its potential to be used within analytical practice in the field of critical (disability) policy work by offering an evaluation of the analytical tools and theoretical framework deployed and modeled across an entire research process. Social implications The framework has the potential and has been used successfully as a tool for disability activism to influence policy development. Originality/value The analytical framework presented here is a methodically innovative approach to the study of policy analysis, marrying two distinct analytical tools to form a composite framework for the study of policy text.

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